An Experimental Study into the use of computers for teaching of composition writing in English at Prince Edward School in Harare

Tatira, Liveson; Sithole, N.; Manyarara, BC; Gora, Ruth Babra

doi:10.4314/zjer.v21i1.44070

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“…Computer Assisted Language Learning (CALL) is not a new development as the developed world has had it for many decades now. Warschauer (1996) in Tatira et al (2009) describes developments in CALL in stages which corresponded to learning theories of the times: the behaviouristic, communicative and constructivist/integrative. The characteristics of each of these stages are briefly outlined below.…”

Section: Objectivesmentioning

confidence: 99%

“…Many educational institutions in Zimbabwe benefited from the President of Zimbabwe's computer donation programme in the early 2000s such that fourteen years later that effort and expense should be seen to be matching the teaching and learning going on in the classroom. However, a very wide gap exists as reflected in a study by Tatira, Sithole, Manyarara and Gora (2009) at a high school in Harare, in which findings indicate that computers were rarely used in the teaching of English composition despite the school being adequately equipped with computers. In concurrence, Zezekwa and Mudavanhu (2008) lament that ICT integration in Zimbabwean educational institutions is not happening fast enough due to lack of expertise and support.…”

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confidence: 99%

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ICTs in teacher education: enhancing quality language teaching and learning in Zimbabwe

Gora,

Manyarara

2018

NCPDJE

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113 Rapid advances in the development of ICT have been seen to offer new opportunities for enhancing the quality and effectiveness of language teaching and learning. The computer offers educators immense possibilities, and has been widely used, in computer assisted language learning (CALL). CALL has made significant advances towards finding a solution to and changing the way that language courses are conceived and taught. Although CALL developments tended to follow behaviouristic pedagogies that produced electronic imitations of drill and practice, for example, CALL now provides endless opportunities for interaction with a rich set of media types, characters and cultural information. However, educational institutions have lagged behind in fully recognising such opportunities. This prompts a call for re-orientation of education and training of language teachers. The paper therefore intends to guide teachers’ colleges on integrating ICT into their language learning and teaching activities. The guide is specifically aimed at language lecturers, lecturers-in-charge (LICs), heads of departments (HODs) and administrators in Zimbabwean teachers’ colleges while exploring the challenges of introducing ICT driven language education in traditionally face-to-face tertiary institutions in developing African countries.

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Section: Objectivesmentioning

confidence: 99%

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confidence: 99%